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Master of Primary Mathematics  (2 years -Full Time)

General Aims

The programme is intended to provide a holistic learning experience to primary mathematics teachers. The programme aims to offer a rich training ground and experiences for practicing mathematics teachers to enhance their existing pedagogical knowledge and skills. In the process, produce the next generation of teachers sufficiently prepared to teach primary mathematics with creativity, enthusiasm and passion. Therefore, the programme will prepare students with new approaches and strategies for presenting mathematical concepts in relevant, engaging and meaningful ways.

The programme is focused on the enhancement of domain knowledge, educational foundations and research skills. These are intended to raise teachers’ knowledge and competency levels. Consequently, they can help improve the quality of children’s experience with mathematics. Further, it is designed to ensure that students understand the current theories and practices in the pedagogy of primary mathematics. The research component of the programme will develop their ability to implement evidence-based approaches and strategies to address the needs of students.

The outcome will be the development of students who could be accomplished and distinguished in teaching of mathematics (BPST, 2020). Further, they will be able to offer critical perspectives on the primary mathematics curriculum. At the same time, initiate change in classroom practices, provide academic leadership in school, and help build a professional community of mathematics teachers. Thus, these aims align with the standards and expectations laid out for teachers in the Bhutan Professional Standards of Teachers, which seeks to achieve high levels of professional competency for teachers in Bhutan.  

Objectives

Upon completion of the programme, graduates will be able to:

• examine different learning theories related to primary mathematics.
• discuss the principles and standards for school mathematics.

• examine international best practices in teaching and learning of mathematics in primary schools.

• analyse different types of beliefs teachers hold about mathematics and their implications for primary children’s learning of mathematics.
• integrate ICT in teaching and learning of primary mathematics efficiently.
• connect mathematics with real-life activities to facilitate meaningful learning in the primary classroom.

• apply varied assessment approaches relevant to teaching and learning of mathematics in the primary classroom.
• use various strategies for diagnosing learners’ misconception in mathematics to provide appropriate remediation.

• apply knowledge and skills of research to conduct empirical studies in mathematics.
• explore means of communication in acquiring mathematical structures and delivering mathematical concepts.
• discuss on equity principle and its presence in and relevance to Bhutanese context.

• review the existing primary mathematics curriculum and recommend innovative ideas.
• realize the importance of underlying beliefs about mathematics and its impact in terms of attitude towards students.
• appreciate the multidisciplinary nature of mathematics and enrich their philosophy of the subject.

Programme Structure

Year	Semester	Modules
1	I	MTA505 Principles and Standards for School Mathematics	MTA506 Mathematics Teaching and Classroom Practices	PSY505 Understanding Learners and Learning	RES506 Educational Research Methods
	II	EDT504 Digital Pedagogy	MTA507 Educational  Statistics	MTA508 Representation as a Learning Strategy in Mathematics	RES507 Educational Research Project
2	I	MTA609 Equity Issues in Discourse for Mathematics Education	MTA610 Teaching Numbers and Operations in Primary Mathematics	ASE604 Educational Assessment
	II	MTA611 Problem Solving in Primary Mathematics	MTA612 Differentiating  Instruction in Mathematics	CUR607 Curriculum Development and Implementation	MTA613 Misconception in Primary Mathematics

Admission Criteria

Prospective candidates should fulfill the following criteria.

• Holds a bachelor’s degree with teaching qualification from a university or an institution recognised by the RCSC, and nominated by the Ministry of Education.
• Has a minimum of 5 years of teaching experience and have taught or currently teaching Mathematics at the primary level.

• Has scored a minimum of 50% in competency test administered by the College, which will consist of a written test and an oral interview. The written test will assess the candidate’s analytical ability and language proficiency and it will consist of 2 hours of written test. The oral interview will test the candidate’s aptitude and general proficiency in the subject and it will consist of 25 – 30 minutes.

For Inquiries , you may contact: Mr. Tshewang Tobgay                                                                                                      Mr. Karma Yeshey Programme Leader                                                                                                           Dean of Academic Affairs B.Ed Primary                                                                                                                      Email: karmayeshey.pce@rub.edu.bt Email: tshewangtobgay.pce@rub.edu.bt                                                                      Phone # +975-8-271620 Phone # +975-8-271487 Fee Structure  Inquires about tuition fees may be directed to sangaychoden.pce@rub.edu.bt at phone number +975-8-271497

Master of Primary Social Studies  (2 years -Full Time)

General Aims

The programme will provide a holistic learning experience in Social Studies focused on the enhancement of domain knowledge, pedagogy, curriculum and assessment practices, as well as interdisciplinary connections to related fields. Accordingly, the programme will provide learning experiences combined with research skills that will equip students with the ability to implement evidence-based approaches and strategies to address the needs of students. As a result of their advanced studies in the teaching of Primary Social Studies, they will be able to offer critical perspectives on the primary Social Studies curriculum, initiate change in classroom practices, provide academic leadership in school, and help build a professional community of teachers committed to enhancing the policy and practice of primary education.

These aims align with the mandate of the Bhutan Professional Standards of Teachers and the Tertiary Education Roadmap of Bhutan which seeks to achieve high levels of professional competencies to create a teaching community of highly knowledgeable, and reflective practitioners based on the unique Bhutanese values of tha dam-tshig ley gju-drey and philosophies of child centeredness, inclusivity and lifelong learning (Ministry of Education, p.7, 2019).

Through this programme, teachers will be able to help their students to develop abilities to make informed and reasoned decisions for benefit and wellbeing as citizens of a spiritually and culturally diverse, democratic society in the fast-developing world. Students can study people in relation to each other and to their world, as an issue-focused and inquiry-based interdisciplinary subject that draws upon history, geography, ecology, economics, sociology, anthropology, philosophy, political science and other social science disciplines. It will also provide students the opportunities for a wide range of ideas/concepts to cope with the surroundings through engagement in scientific, economic, historic and geographical processes. Students will be able to develop skills in learners by involving them in investigation, experimentation, survey, observation, measurement, interpretation and communication culminating a valued social knowledge of today and tomorrow. Besides, it will help them to shape every learner to be socially responsible and productive citizens.

Objectives

Upon completion of the programme, graduates will be able to:

• elucidate a deeper understanding of their domain knowledge in social studies;
• explain the significance of social studies in many aspects of life and broaden understanding of the world through the application of social studies concepts in their teaching;

• develop new understanding and intellectual independence appropriate for the application of advanced thinking and communication skills to complex problems in social studies;

• analyse theories of learning and apply these to classroom practice;
• incorporate internationally accepted best pedagogies and practices that are age and grade appropriate instructional practices in primary classrooms;
• adapt curricula to meet student needs, incorporate technology into lesson plans, and evaluate different instructional styles;

• select and implement grade and age appropriate tools and strategies of digital pedagogy, place-based learning and others relevant for learning;
• evaluate best practice in planning and assessment for learning in social studies;

• critique some of the major curriculum theories of primary education and their practical implementation;
• interpret and apply knowledge and skills of different educational research methodologies, critically linking them to issues in teaching social studies;
• design, conduct and complete an independent practical related research project appropriate at postgraduate level under supervision;

• reflect on values and beliefs about the teaching of social studies intended for sustained professional growth;
• demonstrate exemplary personal and professional skills and knowledge to meet the standards of the Accomplished and Distinguished teachers as specified in the Bhutan Professional Standard for Teachers (BPST);
• conduct socio-cultural activities given in the social studies modules;

• use effective digital tools for teaching social studies lessons.

Programme Structure

Year	Semester	Modules
I	I	SSA503 Place-Based Education in Social Studies	SSA504 Making Sense of History in Social Studies	PSY505 Understanding Learners and Learning	RES506 Educational Research Methods
	II	EDT504 Digital Pedagogy	SSA505 Addressing Social Issues in Social Studies	SSA506 Making Sense of People, Places and Environment	RES507 Educational Research Project
II	I	SSA607 Understanding Social Values and Culture	SSA608 Thinking Skills through Social Studies Disciplines	ASE604 Educational Assessment
	II	SSA609 Social Change and Development in Social Studies	SSA610 Individuals, Groups and Institutions in Social Studies	CUR607 Curriculum Development and Implementation	SSA611 Living and Economy

Admission Criteria

Prospective candidates should fulfill the following criteria.

• Holds a bachelor’s degree with teaching qualification from a university or an institution recognised by the RCSC, and nominated by the Ministry of Education.
• Has a minimum of 5 years of teaching experience and have taught or is currently teaching social studies at the primary level.

• Has scored a minimum of 50% in competency test administered by the College, which will consist of a written test and an oral interview. The written test will assess the candidate’s analytical ability and language proficiency and it will consist of 2 hours of written test. The oral interview will test the candidate’s aptitude and general proficiency in the subject and it will consist of 25 – 30 minutes.

For Inquiries , you may contact: Ms. Dechen Tshomo                                                                                                        Mr. Karma Yeshey Programme Leader                                                                                                          Dean of Academic Affairs M.Ed Primary English                                                                                                     Email: karmayeshey.pce@rub.edu.bt Email: dechentshomo.pce@rub.edu.bt                                                                        Phone # +975-8-271620 Phone # +975-8-271487 Fee Structure  Inquires about tuition fees may be directed to sangaychoden.pce@rub.edu.bt at phone number +975-8-271497

Master of Primary English  (2 years -Full Time)

General Aims

The programme will provide a holistic learning experience in teaching and learning of primary English focused on the enhancement of domain knowledge, inquiry skills, contemporary primary education pedagogies and discourses, curriculum and assessment practices, and interdisciplinary connections to related fields. Students will be equipped with the theoretical foundations, content and pedagogical knowledge, and practical skills required for teaching early literacies/primary English effectively. The programme will enhance their research skills that will equip them with the ability to implement evidence-based approaches and strategies to address the needs of students. As a result of their advanced studies in the teaching of primary English, they will be able to offer critical perspectives on the primary English curriculum, initiate change in classroom practices, provide academic leadership in schools, and help build a professional community of teachers committed to enhancing the policy and practice of primary education. These aims are in line with the professional targets and expectations enshrined in the Bhutan Professional Standards of Teachers which seeks to achieve high levels of professional competencies. Accordingly, the programme supports the vision to create a teaching community of highly knowledgeable and reflective practitioners based on the unique Bhutanese values of tha dam-tshig ley gju-drey and philosophies of child centeredness, inclusivity and lifelong learning (Ministry of Education, p.7, 2019). The programme will produce the much-needed cadre of teachers teaching early literacies/primary English who have deep knowledge and high level of expertise in the theory and practice of primary education. The graduates will be specialists in the teaching of primary English and competent to assume professional leadership in the area of primary English.

Objectives

Upon completion of the programme, graduates will be able to:

• examine different theories of teaching and learning of primary English, and reflect critically on the relationship between theory and practice.
• design and implement strategies for effective learning and teaching of English in the primary classroom with innovative insights into primary curriculum.
• apply research and inquiry methods relevant to the learning and teaching of primary English and conduct empirical studies in this field.
• critique the primary English curriculum for Bhutanese schools in relation to major theories of curriculum development and implementation.
• lead professional development programmes for teachers teaching primary English and others in the professional community.
• apply advanced knowledge and skills in literacy, literature, and language development in primary English education.
• evaluate and apply the best practices of teaching and learning English in primary education.
• apply educational assessment methods and techniques in the teaching of primary English.
• design and use a range of teaching learning resources, including the use of ICT in teaching.
• initiate change in the language classrooms based on the principles of child centeredness.
• value English language skills as tools in academics and professional life.

Programme Structure

Year	Semester	Modules
I	I	ENA505 Teaching Grammar in Context	ENA506 Second Language Acquisition Theories and Pedagogy	PSY505 Understanding Learners and Learning	RES506 Educational Research Methods
	II	EDT504 Digital Pedagogy	ENA507 Applied Phonology in Primary English Education	ENA508 Approaches to Children’s Literature	RES507 Educational Research Project
II	I	ENA609 Drama-Based Pedagogy	ENA610 Literacy Development in Primary Years	ASE604 Educational Assessment
	II	ENA611 Material Design for Language Learning	ENA612 Creating Positive Environment for Language Learning	CUR607 Curriculum Development and Implementation	ENA613 Songs and Rhymes in Language Classrooms

Admission Criteria

Prospective candidates should fulfill the following criteria.

• Holds a bachelor’s degree with teaching qualification from a university or an institution recognised by the RCSC, and nominated by the Ministry of Education.
• Has a minimum of 5 years of teaching experience and have taught or is currently teaching English at the primary level (PP – Class VI).
• Has scored a minimum of 50% in competency test administered by the College, which will consist of a written test and an oral interview. The written test will assess the candidate’s analytical ability and language proficiency and it will consist of 2 hours of written test. The oral interview will test the candidate’s aptitude and general proficiency in the subject and will consist of 25–30 minutes.

For Inquiries , you may contact: Dr. Dorji Wangchuk                                                                                                        Mr. Karma Yeshey Programme Leader                                                                                                          Dean of Academic Affairs M.Ed Primary English                                                                                                     Email: karmayeshey.pce@rub.edu.bt Email: dorjiwangchuk.pce@rub.edu.bt                                                                       Phone # +975-8-27620 Phone # +975-8-271487 Fee Structure  Inquires about tuition fees may be directed to sangaychoden.pce@rub.edu.bt at phone number +975-8-271497

Master of Primary  Science  (2 years -Full Time)

General Aims

The programme enables primary science teachers to enhance their theoretical and real-world experience in science education including innovative primary science teaching pedagogies, curriculum development, assessment, inquiry, STEM Education, and basic research skills. The programme will prepare primary science teachers with the knowledge, skills and values needed to transform primary science education in line with the evolving needs of learners in the social and cultural context of Bhutan and the world. The programme will provide enriching learning experiences that allow students to develop sound scientific knowledge, enhance fundamental science process skills to promote scientific values and attitudes to cultivate scientific literacy. It is also intended to build strong educational foundations in pedagogical content knowledge, upscale classroom leadership potential for cultivating their ability to foster positive impact and create the conditions for meaningful learning and development. The programme will help students tackle promising and challenging tasks in innovating educational technology and develop powerful technological tools and resources to improve primary science learning outcomes. Through immersion in learning theories and pioneering research in education, the programme will develop their ability to teach children through evidence-based approaches and design strategies and interventions to promote student achievement in science. The programme will enable the students to initiate change in classroom practices and contribute towards enhancing the policies and practices of primary science education in schools.

The programme aims are aligned with the standards and expectations outlined in the Bhutan Professional Standards for Teachers (BPST, 2020).  As a result of their advanced and in-depth studies in the teaching of Primary Science, students will be able to analyse and offer critical perspectives on the primary science curriculum.

 

Objectives

Upon completion of the programme, graduates will be able to:

• examine various theories of human development and learning and examine the implications for the teaching and learning of primary science.
• analyze the primary science curriculum for Bhutanese schools in light of major theories of curriculum.

• evaluate best practices in planning, documentation and assessment for learning in primary science.

• demonstrate scientific knowledge, attitudes and skills of inquiry accurately in a variety of science teaching & learning situations.
• employ different research methodologies to conduct educational research on primary science education.
• apply advanced knowledge and skills to create a learning environment that fosters scientific knowledge, skills, values and attitude in science education

• apply relevant contemporary pedagogies in teaching and learning science effectively.
• illustrate the application of science in day to day life through teaching of science concepts and processes.

• use appropriate educational assistive and innovative technology including ICT tools for learning science.
• create a safe and healthful learning environment through school-family/community collaboration for good health and wellbeing of children.
• design awareness, advocacy and sensitization programme to promote environmental education.

• promote primary science as a role model in the community.
• apply knowledge, skills and professional attitudes to develop the standards expected of accomplished and distinguished teachers as specified in the BPST, 2020.

Programme Structure

Year	Semester	Modules
1	I	SCA503 Understanding Science Education	SCA504 Creating Scientific  Learning Environment	PSY505 Understanding Learners and Learning	RES506 Educational Research Methods
	II	EDT504 Digital Pedagogy	SCA505 Understanding Life Processes	SCA506 Fostering Health Science Education for School	RES507 Educational Research Project
2	I	SCA607 Exploring Materials and their properties	SCA608 Teaching Science using Technology	ASE604 Educational Assessment
	II	SCA609 Teaching of Environmental Science	SCA610 Understanding Physical Processes	CUR607 Curriculum Development and Implementation	SCA611 Enriching Science and Innovations

Admission Criteria

Prospective candidates should fulfill the following criteria.

• Holds a bachelor’s degree with teaching qualification from a university or an institution recognised by the RCSC, and nominated by the Ministry of Education.
• Has a minimum of 5 years of teaching experience and have taught or currently teaching Science at the primary level.
• Has scored a minimum of 50% in competency test administered by the College, which will consist of a written test and an oral interview. The written test will assess the candidate’s analytical ability and language proficiency and it will consist of 2 hours of written test. The oral interview will test the candidate’s aptitude and general proficiency in the subject and it will consist of 25 – 30 minutes.

For Inquiries , you may contact: Ms. Hari Maya Gurung                                                                                                              Mr. Karma Yeshey Programme Leader                                                                                                                     Dean of Academic Affairs B.Ed Primary                                                                                                                               Email: karmayeshey.pce@rub.edu.bt Email: harimgurung.pce@rub.edu.bt                                                                                     Phone # +975-8-271620 Phone # +975-8-271487 Fee Structure  Inquires about tuition fees may be directed to sangaychoden.pce@rub.edu.bt at phone number +975-8-271497

Research Forms 

AURG form

CARG form

Research Ethical Form

Professional biography

Gembo Tshering, PhD, is a teacher educator. He started his career in education as a Royal Civil Service-employed mathematics and physics teacher at Daga Middle Secondary School (1998-2002), Dagana, Bhutan. As a teacher, he used student-centered teaching and learning pedagogies and actively sought to bring out metacognitive growth in his students. He was promoted to the post of Assistant Principal of the same school (1999-2002). Later, he was transferred to Sarpang Middle Secondary School as the Principal (2003-2004). As the Head of the school, he initiated school spatial development activities and academic engagement programmes for teaching and learning. After two years of leading the school, he was transferred to Bhutan Board of Examinations, Ministry of Education, Royal Government of Bhutan, as the Mathematics Subject Specialist (2004-2008).

 

As the Subject Specialist, he initiated changes in designing standardized examination papers for 6^th, 10^th, and 12^th grades. He also worked as an ex-officio members of National Mathematics Subject Committee and carried out mathematics curriculum reform studies and initiatives. In 2006, he was appointed as the National Coordinator for National Education Assessment Programme for Bhutan. Based on the expertise acquired from participating in several capacity building workshops conducted by multi-national institutes like World Bank Institutes, he fostered close cooperation among diverse members of the National Education Assessment Task Force Committee as well as procured and hosted international consultancies. He successfully coordinated one cycle of the three-year cycle National Education Assessment Programme.

 

From 2005 to 2007, he travelled to the Netherlands to take up the NUFFIC scholarship at the University of Twente to pursue MSc in Educational Evaluation and Assessment. In 2006, he worked as a paid Intern at the Department of Psychometrics at Dutch National Institute of Measurement (alias Cito) on its National Education Assessment Project for Dutch Primary Schools (January – July 2006).

 

Upon returning to Bhutan, he worked as an Expert Staff for Royal Education Council under His Majesty’s Secretariat, Bhutan in 2008. He was closely involved in developing school assessment modalities in partnership with international firms, the collaboration of which, resulted to the successful implementation of Annual Status of Student Learning by Royal Education Council. It was a holistic assessment of student learning with capacity for international benchmarks. He was also involved in the design and development of student tracking system in partnership with Educational Initiatives Inc., India. In the later part of 2008, he travelled to Australia to take up a prestigious Latrobe University Scholarship to pursue PhD in Educational Evaluation and Assessment. He worked as a paid Intern at the Department of Education and Early Childhood Development, Victoria, Australia (2010) and was involved in literature scanning and writing policy briefs for the Research, Planning and Policy Division of the Department. He submitted his doctoral thesis to La Trobe University and graduated with the PhD degree in 2012.

 

In 2013, he was transferred to Paro College of Education, Royal University of Bhutan, as a lecturer in Educational Evaluation and Assessment. He has been teaching in Paro College of Education ever since. As a lecturer, he contributes to reviewing and developing modules, sits as a member on various committees of the College, resources faculty professional developments, publishes papers in journals, contributes articles to national print media outlets, offers consultancies, writes proposals for RFPs and grants, resources workshops, and participates in conferences. Since 2014, he has also been working as the Controller of Examination. His teaching areas are assessment, teaching pedagogies, statistics, and educational research.

Influenced with quintessential higher values of human births, he is happily married and has five children.

Email: gembotshering.pce@rub.edu.bt 

Professional biography

Karma Lhamo, is a Lecturer.Under the leadership of the program leader, she participated to develop modules for Master program in Inclusive Education that Paro College of Education, Royal University of Bhutan (RUB) introduced the first ever full time postgraduate course of Master of Education in Inclusive Education in 2020. She joined the teaching profession in 2002 after graduating from Paro College of Education with English as her elective subject. She taught English literature and language to children from classes 6 till 8. In 2002, she started teaching children with special needs  in one of the Special Educational Needs schools in Thimphu (capital of Bhutan) which was identified as the first model school for SEN. After teaching for eleven years, she was transferred to a teacher’s college, Paro College of Education, RUB as a lecturer in 2014. She offered courses such as academic skills modules, English and professional courses both to undergraduate and postgraduate students. She has facilitated several national trainings on inclusive and special education and also have participated in national survey on disability prevelance. Her area of expertise in special education.

Email: karmalhamo.pce@rub.edu.bt 

 

Professional biography

Hari Maya Gurung, M.Sc, is a teacher educator. She started to teach in October 1999. She taught in Lower Secondary School and Middle Secondary School for 6 years before joining the Paro College of Education (PCE) in 2007. Since then she has taught undergraduate (B.Ed Primary & B.Ed Secondary) and Diploma students, trained university provosts and other support staffs. She also taught Degree/ undergraduate students (B.Sc Agriculture) of College of Natural Resources for two semesters as an adjunct lecturer. She also has reviewed and written some of the modules for different courses and developed programmes. She has taken active role in the reviewing and writing of the school science curriculum for primary and secondary level. She along with other authors wrote Class X Chemistry text which is currently in use. She taught math and integrated science (sciences) in Samtengang Lower Secondary School in 1999 and Lungtenzampa Middle Secondary School from 1999 to 2005.

 

She did Post Graduate Certificate in Education in 2000 from Samtse College of Eductaion. She underwent M.Sc from University of Madras from 2005 to 2007 and from August, 2007 she joined PCE as an Associate Lecturer.  In her teaching role she has initiated and led the review and writing of several undergraduate programs and Master programmes focusing on relevancy, recency and real world experiences. She was appointed as an external examiner for Physical Science Programme, Sherubtse College (2012 to 2015). She is currently the external examiner for the Post Graduate Diploma in Education programme, Samtse Collge of Eucation (2019 to 2022) and the member of the Science Subject Committee for Royal Education Council (2019 onward). She is also currently the member of the College Research Committee. She is the Programme Leader for MEd Primary Mathematics and Science programme since February 2020 and these programmes were developed and was launched in March 2021.

 Email: harimayagurung.pce@rub.edu.bt 

 

Professional biography

Pema Lhaden works as a Student Records Officer at Paro College of Education. She joined the college in May 2020 and holds a Bachelor’s Degree in Commerce (Finance). Additionally, she has obtained a National Certificate in Commercial Accountancy and Computer Application Assistance from the Computer Management Institute. Prior to her current role, she gained experience as an Administrative Assistant & Finance in M/s Rinzin Construction Pvt. Ltd. and also worked at Karma Groups Companies, where she was involved in financial data entry and ledger modifications. Presently, she is employed as a Student Records Officer in the Academic Unit.  

Email:   pemalhaden.pce@rub.edu.bt

Professional biography

Kinzang Lhendup joined teaching in 1991 after completing his B.Ed from the erstwhile National Institute of Education, Samtse, Bhutan. He specialized in secondary English and Geography. He was posted in Ngangla Junior High School, and in less than six months he was recognized for his potential for leadership and was appointed as the officiating headmaster of the school. He served as the head of three different schools till June 1995 when he was summoned by the Education Ministry to take up the task of coordinating and leading English section of the Curriculum and Professional Support Service Division in the Ministry. It was during that time, in mid-nineties when he identified reading as a niche area for the Education Ministry to work on in order to enhance academic competence of students across the country. Consequently, Supplementary Reading Programme, his own brain-child was conceived and introduced, which is thriving to this day. His keen interest in helping students’ readings skills and literature encouraged him to pursue masters in Library and Information Studies from Dalhousie University in Canada. Kinzang’s strong belief in access to literature as the key to reading development encouraged him to pioneer in automating the libraries in the constituent colleges under the Royal University of Bhutan. He has provided his know-how in the automation of Sherubtse’ College’s library, and did a detailed planning of the existing PCE’s library automation. After serving in the college library for 10 plus years he decided to switch back to teaching, and so pursued his second masters’ degree in Contemplative Education from Naropa University in Boulder, Colorado, US. Today, Kinzang is experimenting with contemplation, mindful meditation, Buddhist inspired pedagogies in managing classrooms, motivating students. 

Email:   kinzanglhendup.pce@rub.edu.bt